The aim of this study is to analyse the discourses drawn upon by community paediatric nurses in relation to children’s rights to health. The philosophy of Michel Foucault has been used to underpin the analysis of the interviews and exemplars of five experienced community nurses, revealing conflicting power relationships and discourses. Rights are formalised morality and so from a children’s rights perspective, discourses reflect both the moral and ethical positions of the nurses. Children are constructed as developing human beings whose moral status gradually changes and who, through a lack of developmental autonomy, entrust their decision-making to their representatives (parents and caregivers) as their trustees. Rights are correlative with the obligations and duties toward children by both families and society. Society constructs legislative and politically organised structures to govern raising children because children are an intrinsic social concern. Whilst representing society’s interest in children’s rights to health, nurses in the home act as a conduit for multiple governing structures. The nurses in this study construct their “truths” and knowledge about children’s health rights from nursing, medicine, law, education, and social policy. However, the values of individual parents can conflict with universal values for children’s health and wellbeing. Therefore representing society positions nurses as “agents of the state”, a role that potentially holds power over parents and children and leads to the epithet of “the health police”. Within the institution of the family, and in the privacy of the home, there are also mechanisms of power that can resist the mechanisms of the state and its representatives. Therefore the discourse “it takes a village to raise a child” competes with the “my home is my castle” discourse. Nurses negotiate a fine balance between these power relations. Nurses are challenged with using power productively to promote children’s rights whilst respecting the role of parents and families. I argue that children’s rights are central to the moral and ethical work of nurses but that such work is often obscured and invisible. I propose that children’s community nurses are excellent at negotiating networking and connecting at a micro level, but need to create a more sophisticated and cohesive entity at a macro level to become fully political children’s rights advocates.

Fler än 200 000 barn lever i hem där det förkommer våld i nära relation. Barn som bevittnar våld har ökad risk att utveckla psykiskt och fysisk ohälsa. För att stärka barns juridiska rättigheter infördes 1 juli 2021 Barnfridsbrottslagstiftningen i svenskt rättssystem. Syftet med denna studie var att undersöka socialsekreterares erfarenheter av barnfridbrottslagstiftningens påverkan på utredningsarbetet med barn och unga samt hur socialsekreterare arbetar för att uppfylla barns rättigheter utifrån barnfridsbrottslagen. Vidare var syftet att undersöka hur socialsekreterare upplever att barnfridsbrottslagen introducerats i organisationen. För att besvara syftet intervjuades fem socialsekreterare som arbetar med utredning inom barn och unga. Empirin analyserades med en kvalitativ innehållsanalys. Resultatet tolkades utifrån Normalisation process theory, erkännandeteorin samt forskning kring våldets påverkan på barn. Resultatet visade att barnfridsbrottslagen inte har haft så stor påverkan på utredningsarbetet för socialsekreterare och att det har funnits svårigheter kring hur lagen ska tolkas. Implementeringsprocessen såg annorlunda ut i alla de kommuner som intervjupersonerna arbetade i. Socialsekreterare tog upp att det är av vikt att det finns ett bra samarbete med polis och åklagarmyndighet kring arbetet med att tillgodose barns rättigheter utifrån barnfridsbrottslagen. Barn som bevittnar våld i nära relation erkänns som en individ med samma juridiska rättigheter som en vuxen och kan då bli målsägande i ärenden som rör dem i förhållande till barnfridsbrottslagen. / More than 200,000 children live in homes where there is intimate partner violence. Children who witness violence have an increased risk of developing mental and physical illness. In order to strengthen children's legal rights, the Child Peace Crimes Act was introduced into the Swedish legal system on 1 July 2021. The purpose of this study was to examine the social workers experiences of the impact of child crime legislation on the investigation work with children and young people and how social workers work to fulfill children's rights based on the Child Peace Crime Act. Furthermore, the purpose was to investigate how the social workersfeels that the Child Peace Crimes Act has been introduced in the organization. To answer the purpose, five social workers who work with investigations in children and young people were interviewed. The empirical material was analyzed with a qualitative content analysis. The results were interpreted on the basis of Normalization process theory, recognition theory and research on the impact of violence on children. The results showed that the Child Peace Crimes Act has not had such a large impact on the investigation work for social workers and that there have been difficulties in how the law should be interpreted. The implementation process looked different in all the municipalities in which the social workers worked. The social workersmentioned that it is important that there is good cooperation with the police and the public prosecutor's office regarding the work of meeting children's rights based on the Child Peace Crimes Act. Children who witness violence in a close relationship are recognized as an individual with the same legal rights as an adult and can then become a plaintiff in cases concerning them in relation to the Child Peace Crimes Act.

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Iraq has in recent decades been with internal conflicts between ethnic groups. Despite the enormous wealth of natural resources, more than half of the population remains poor. War and corruption has led to lack of resources and worsening quality of the health sector leading to deteriorating health situation among the population. Womens role and experiences of health and health promotion is important in conflict affected countries to create health and well-being within the family. Objective: the objective of this study was to investigate the maternal experiece of promoting the health of children in an Iraqi context. Method:Aqualitative research methodology with semi-structured interviews was chosen.Six mothers from diffrent neighborhods in the city of kirkuk were interviewed. Data set was analyzed by using content analysis. Results: the results showed the theme of health promotion motherhood in a war-torn country with four categories.1-Health is life welfare.2-In powerlessness shadow.3-Knowledge and sisterhooa and4- anees for new health promoting community structures. Mothers were every day occupied with health promoting their children despite the obstacles to promote health. The results also showed that mothers valu sisterhood, education and security as access to healthier life. Mothers belife in change for a healthier future of children in iraq lies in the goverments ability to develop an infrastructure for health promotion with basic services,a functioning health care system and better hom environments.

This research seeks to demonstrate the need for alternative forms of sentencing in the Uganda criminal justice system with a specific focus on the use of community service. Approaching community service as a child protection strategy in sentencing parent offenders would be a positive step in addressing issues of child neglect and attendant problems. The study seeks to: (1) Analyse the impact of parental incarceration on children (2) Make a specific inquiry into the use of community service orders as an alternative to imprisonment in Uganda (3) Illustrate that approaching community service as a child protection strategy in sentencing parent offenders would be a positive step in addressing issues of child neglect and attendant problems (4) Make recommendations for a new course of action that will highlight and be aimed at preventing the abuse of children / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2008. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr Atangcho Nji Akonumbo, Université Catholique D’Afrique Centrale Yaoundé Cameroun / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

The study seeks to achieve the following: (1) Highlight the perception of the Batwa on the right to education (2) Make a case for the importance of education in the interest of the Batwa (3) Make conclusions and recommendations that will enhance the right to education of the Batwa child. Conclusions and recommendations reached would not only assist Uganda in fashioning out a model that will not seek to treat education as a means to economic end but as an end in itself. In addition, an all-encompassing model of education that will encourage quality education and training of the indigenous child to erase any form of disadvantage or inferiority already experienced by the indigenous child is proposed. Thus, the benefit of this research is not just to the Batwa but also other indigenous peoples’ in the world generally and Africa in particular / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Assoc. Prof. Dr. Ben Twinomugisha of the Faculty of Law, Makerere University Kampala / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

The dilemma is a self-perceived experience of a child who does not have his needs respected and met. This puts me as an educator to be put in situations where I need to analyze the event and the needs of everyone involved from different perspectives. The purpose and dilemma of this essay is to focus on my role as an educator but also as an adult in the preschooler's life and what impact this can have based on a self-perceived situation. The thesis deals with the collaboration between preschool and social services and what opportunities there are to support children who live in insecure and deficient conditions. The essay discusses what knowledge there is about reports of anxiety, when they are justified, who decides on them and what consequences they can have for the child. One focus concerns the collaboration with the social services, another on which criteria need to be met in order to make a report. While I have examined my role as an adult, I have also critically examined the cooperation between various authorities such as the National Agency for Education, the UN Convention on the Rights of the Child and preschool, based on literature and research in the field. The essay contributes with a clearer picture of the children's lives in preschool and what conditions affect them and what the political form of government has for the impact on the activities in preschool. Finally, I also reflect on the various governing documents as both a support and a limitation. / Dilemmat är en egenupplevd händelse där ett barn inte får sina behov respekterade och tillgodosedda. Detta försätter mig som pedagog att sättas i situationer där jag behöver analysera händelsen och alla inblandades behov ur olika perspektiv. Syftet och dilemmat med denna uppsats är att utifrån en självupplevd situation fokusera på min roll som pedagog men också som vuxen i förskolebarnets liv och vilken inverkan denna kan ha. Uppsatsen behandlar samarbetet mellan förskola och socialtjänst och vilka möjligheter som finns för att stödja barns som lever under osäkra och bristfälliga förhållanden. Uppsatsen diskuterar vilken kunskap som finns om orosanmälningar, när de är befogade, vem som beslutar om dem och vilka konsekvenser de kan få för barnet. Ett fokus gäller samarbetet med socialtjänsten, ett annat på vilka kriterier som behöver fyllas för att kunna göra en anmälan. Medan jag har undersökt min roll som vuxen har jag också kritisk granskat samarbetet mellan olika myndigheter som Skolverket, FN:s barnkonvention och förskolan, utifrån litteratur och forskning på området. Uppsatsen bidrar med en tydligare bild av barnens liv i förskolan och vilka villkor som påverkar dem samt vad den politiska styrformen har för påverkan på verksamheten i förskolan. Till sist reflekterar jag även över de olika styrdokumenten som både ett stöd och en begränsning.

Denna studie syftar till att undersöka hur skolpersonal beskriver att elever görs delaktiga i en process där skolor stängs i syfte att motverka skolsegregation. Underliggande frågeställningar handlar också om hur skolpersonalen beskriver elevernas psykosociala situation och mer ingående hur elever mer konkret ges delaktighet och inflytande att påverka sin situation. Studien och analysen tar stöd i diskursteorin som syftar till att få syn på diskurser som ett specifikt sätt att tala om någonting inom en specifik sfär. Shiers (2001) modell om delaktighet finns också som stöd i analysarbetet. Studiens metod har varit fokusgruppsintervjuer med skolpersonal på de skolor som nu stängs.  I resultatet framkommer tre diskurser i relation till skolpersonalens tal om delaktighet och psykosociala situation. I relation till den psykosociala situationen framkommer ”avsaknad av ett sammanhang” som en diskurs. Att inte veta vart man ska, bristfällig information från ledningen och att inte accepteras i den nya miljön är artikulationer som skolpersonalen vittnar om. I relation till att elever beskrivs få inflytande och delaktighet framkommer både”hopplöshet” och ”förväntningar” som två diskurser av delaktighet. ”Hopplöshet” i relation till att eleverna inte ges inflytande på riktigt och ”förväntningar” i relation delaktighet i ett längre perspektiv. Att lära sig språket, se nya miljöer och möta andra är de aspekter som i förlängningen kan ge elever mer delaktighet i ett vidare perspektiv i livet. / This study aims to examine how school personnel describes that student are made involved in a process where schools are closed to counteract school’s segregation. Underlying issues are also about how the school personnel describes the psychosocial situation of the students and more in-depth how students are made more involved to influence their situation.  The study and the analysis take support in the theory of discourse and refer to see discourses as a specific way to speak of something within a specific sphere. Sheirs (2001) model about participation is also in the work of analysis as a support. The method of the study has been interviews with focus groups which is school personnel from the schools who now are shutting down.  In the result appears three discourses in relation to the school personnel’s speaking about participation and psychosocial situation. In relation to the psychosocial situation appears a"lack of context" as a discourse. Not knowing where to go, lack of information from the management and to not be accepted in the new environment are articulations as the school personnel testifies about. In relation to influence and participation appears both "hopelessness" and "expectations" as two discourses of participation. "Hopelessness" in relation to that the students are not being given influence for real and "expectations" in relation to participation in a longer perspective. To learn the language, see new environments and to meet others are the aspects that by extension could give students more participation ina broader perspective in life.

When a child for some reason can’t live with their parents it is up to the welfare system to provide a home and care for that child. In Sweden long-term foster care placements are the most common state interventions for those children. Recent studies have shown that as much as one out of four foster care placements break down in the child’s adolescent years. To experience one or a series of tough separations from important elders has shown to have negative effects on the development of the child. This does not align with the welfare systems’  responsibility to always act in favor of the child. Always acting in favor of the Child is at the core of the Convention on the rights of the Child. In the following qualitative content analysis five state documents (three from the National Board of Health and Welfare, one from The Ombudsman for Children and one governmental investigation document) have been examined. The aim of the analysis is to examine how the documents portray placement breakdowns in foster care and how much they focus on the child rights perspective in their portrayals. Previous research and two theories regarding children are used as the theoretical framework to help analyze the essay results. The two theories are Bronfenbrenner's ecological system theory of child development and the theory of childhood sociology with emphasis on children as actors. This essay comes to the conclusion that the state documents are well informed of the complex nature of placement breakdowns and the dissonance between the problem of breakdowns and the child’s right perspective. The documents also contain a number of interventions that in theory could reduce the number of breakdowns. What is revealed is that the process of acknowledging the problem, finding a solution and implementing it in the social care practice takes a lot of time and is a slow process. The discussion includes that further research of what can be done on a municipal level would be of use.

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